486,116 research outputs found
Curiosity and its role in cross-cultural knowledge creation
This paper explores the role of curiosity in promoting cross-cultural knowledge creation
and competence development. It is based on a study with four international higher
educational institutions, all of which offer management and business education for local
and international students. The reality of multicultural and intercultural relationships is
researched using constructivist grounded theory method, with data collected through indepth
interviews, long-term observation and participation, and discussion of the social
reality as it was experienced by the participants. The study applies the concepts of
cultural knowledge development, cross-cultural competence and cultural distance. Based
on the comparative analysis, curiosity emerged as a personal condition conducive to the
cultural knowledge development process. The paper presents a cross-cultural
competence development process model, which takes into account the cultural curiosity
of the learners. The paper also provides tentative recommendations for the steps that
knowledge-creating multicultural organizations can take to develop cross-cultural
exchange, cultural knowledge creation and cross-cultural competence development.peer-reviewe
Inspiring inclusion in your classroom and beyond
This article reflects upon teachers’ engagement in a Leadership for Inclusion
Community of Practice (LIn-CoP), which utilised the Participatory Action
Learning Action Research (PALAR) strategy. The study explored if and how
engagement could support teachers to develop and exercise leadership for
inclusion, using Grudnoff, Haigh, Cochran-Smith, Eil and Ludlow (2017) six
facets for equity. Data were drawn from seven early career elementary teachers in
the Republic of Ireland over a three-year period. The teachers sought successfully
to: 1) develop six facets of equity and, 2) overcome barriers to applying their
learning in their contexts. Analysis unveiled many examples of inclusive practices
for promoting equity, thus narrowing the values practice gap related to inclusion.
The findings also highlight for researchers and professional learning facilitators
the potential of the PALAR LIn-CoP model for applying teacher learning in
situated environments, in the face of organisational barriers
Using the Asian Knowledge Model “APO” as a Determinant for Performance Excellence in Universities- Empirical Study at Al -Azhar University- Gaza
This study aims to use the Asian knowledge model “APO” as a determinant for performance excellence in universities and identifying the most effecting factors on it. This study was applied on Al-Azhar University in Gaza strip. The result of the study showed that (APO) model is valid as a measure and there are four dimensions in the model affecting significantly more than the others (university processes, KM leadership, personnel, KM outputs). Furthermore, performance excellence produced though modernizing the means of education, curriculum development, technology and flexibility in the organizational structure. The study recommends expanding the usage of (APO) model, enhancing the role of knowledge leadership, technology, organizational flexibility, sharing culture and incentive systems that encouraging innovation
Making the Connection: Moore’s Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education
This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore’s Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore’s theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore’s theory provides a useful conceptual “lens” through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning
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